Newtown Community Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
200
AGES
4 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS
01225 713010

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(4/10/18)
Full Report - All Reports
60%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Newtown
Trowbridge
BA14 0BB
01225752678

School Description

You and the leadership team have maintained the good quality of education in the school since the last inspection. You are leading the school with determination and purpose. Shortly after you took up post in 2015, you became concerned about the quality of education being offered by the school. Consequently, you commissioned a review by the local authority, which confirmed your findings. Since then, leaders have worked hard, and successfully, to improve the quality of teaching and behaviour. As a result, pupils’ achievement overall and for disadvantaged pupils has risen in writing and mathematics. You accept, however, that by the time they leave the school pupils’ achievement in reading lags behind these subjects. Leaders have previously prioritised reading in key stage 1, which is having a positive impact, but improvements in key stage 2 are relatively recent. Since the previous inspection, you have strengthened senior and middle leadership. Responsibilities are now shared among staff, who lead with confidence because they have your trust and have been trained appropriately. Leaders have high expectations of staff and pupils. This is evident in the rigorous appraisal system that is helping to ensure that the quality of teaching improves. It is also apparent in pupils’ very good behaviour and the calm, orderly nature of the learning environment. Leaders are also well supported by governors, who know the school and its context well. They visit frequently and ask searching questions at meetings about pupils’ achievement. This questioning, informed by reports from external consultants, school performance information and the headteacher’s report, is helping them to hold leaders to greater account and you welcome the increasing challenge governors are providing. The local authority has also played an important role in the school’s recent improvement. Their honest, objective evaluation of the school’s effectiveness shortly after you took up post helped to ‘catch the school before it fell’. There is a palpable sense that all staff are united behind the same common aims and are working hard to do their best by children. The systems and procedures implemented by leaders, whether these relate to the management of behaviour or the teaching of phonics, are applied consistently across the school. All staff who responded to the staff survey issued during the inspection agreed that they were proud to work at the school. Strong staff morale and a commitment to high expectations are driving the school forward. One pupil who spoke with me said that the staff are ‘always happy and positive’. At the beginning of the inspection, we agreed on the key lines of enquiry to be considered during the day. These included establishing the effectiveness of safeguarding and leaders’ actions to raise the achievement of pupils in reading. We also considered to what extent absence, persistent absence and exclusions were reducing. These lines of enquiry are considered below under ‘Safeguarding’ and ‘Inspection findings’, where they have not already been referred to. Safeguarding is effective. You and the deputy designated safeguarding lead have a firm grasp of child protection matters. You both ensure that staff are trained appropriately and know what to do should they have concerns about a child. Low-level observations are recorded assiduously and escalated into referrals when appropriate. Safeguarding leads respond to these referrals speedily and appropriately, calling on external agencies when necessary. They are not afraid to take advice when necessary, for example from the local authority’s multi-agency safeguarding hub. Carefully organised records are kept so that actions and staff involvement can be tracked. Checks to ensure that staff are suitable to work with children are thorough, regularly updated and complete. Pupils who spoke with me reported that bullying has decreased, and behaviour improved, since you took up post. They said that on the rare occasions that bullying or unpleasant behaviour does occur, both are effectively dealt with by staff. These pupils also showed that they have a good understanding of how to stay safe online. Inspection findings At the previous inspection, leaders were asked to raise achievement in English and mathematics. They have been successful in the main. Pupils’ achievement in writing and mathematics has risen. One reason for improvements in writing is that leaders have been proactive about tackling poor spelling and punctuation.

Newtown Community Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 67% Agree 28% Disagree 2% Strongly Disagree 0% Don't Know 2% {"strongly_agree"=>67, "agree"=>28, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} Figures based on 43 responses up to 14-08-2019
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Figures based on 43 responses up to 14-08-2019

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Figures based on 43 responses up to 14-08-2019

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Figures based on 43 responses up to 14-08-2019

unlock

Figures based on 43 responses up to 14-08-2019

unlock

Figures based on 43 responses up to 14-08-2019

unlock

Figures based on 43 responses up to 14-08-2019

unlock

Figures based on 43 responses up to 14-08-2019

unlock

Figures based on 43 responses up to 14-08-2019

unlock

Figures based on 43 responses up to 14-08-2019

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Figures based on 43 responses up to 14-08-2019

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Figures based on 43 responses up to 14-08-2019

Responses taken from Ofsted Parent View

Your rating:
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